About the school where you are teaching

Where are you teaching?
1. Middle school High school X
2. Other (please describe) __
List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment. No
Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. All Physical educators have required curriculum to teach for the ninth grade level. Also, the three PE teachers came up with the lifts to teach, but mostly they just follow the NASPE standards.

About the subject area/course you are teaching

What is the name of the course you are documenting? Physical Education
What is the length of the course? o one semester x one year o other (describe) _
What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? 48 minutes everyday
Is there any ability grouping or tracking in physical education? If so, please describe. This particular period (1st period) is apart of the Ninth Grade Academy which is the bottom third of the ninth grade class academically speaking.
Identify any textbook or instructional program you primarily use for physical education instruction. If a textbook, please provide the name, publisher, and date of publication. Fitness For Life is a book in use now. Fitness For Life, by Charles B. Corbin and Ruth Lindsey, 5th addition, 2007.
List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for physical education instruction in this class. No

Grade level composition of the class _9th__
Number of:
1. students in the class _25
2. males _14_ females 11_
English language learners _No_
1. d. students identified as gifted and talented _No
2. e. students with Individualized Education Plans (IEPs) or 504 plans 9___

Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your mathematics instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education Category	Number of Students	Accommodations/Pertinent IEP Objectives
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
ADHD ADD Obesity	4 4 1	Lecturing is kept to a minimum, take task slow, and provide encouragement, and start with an activity to get students moving. Lecturing is kept to a minimum, take task slow, and provide encouragement. Close monitoring, activities that involve add pressure on feet are kept at a minimum and alternative activities will be provided (bicycling).